不同教學方法透過籃球競賽活動對高中學生批判思考的影響

本研究透過籃球競賽遊戲，瞭解體育活動運用合作學習教學法與直接教學法進行高中學生的批判思考之比較。因此，本研究目的是透過不同教學方法與性別來檢視籃球競賽活動對高中生批判思考成績差異的情形，並使用不同教學方法在籃球活動批判思考成績之前測、後測以及追蹤測驗進步的情形。本研究以高中三年級學生為教學實驗之研究對象，以立意抽樣選擇大臺北地區某高中體育課共計81位學生（男性51位，女性30位），其中合作學習組41位學生包含男性29位，女性12位，直接教學組40位包含男性22位，女性18位。本研究採準實驗設計之未隨機化控制組前測、後測與追蹤測驗設計，其中前10週為實驗期，後5週為追蹤觀察期，共計實施15週教學實驗研究，並對研究對象施於批判思考測驗－第一級。本研究之統計方法以三因數重複量數變異數分析及獨立樣本二因數變異數分析，研究結果發現；使用合作學習教學法的學生在假設辨認、歸納與批判思考的成績顯著高於直接教學法的學生，性別則無顯著差異情形存在。另外，相較於直接教學法的學生，在批判思考成績上，合作學習教學法在假設辨認、演譯與批判思考成績在後測與追蹤測驗有顯著上升現象。因此，學生批判思考成績之差異與合作學習教學法之間有關聯。本研究僅僅以批判思考來解釋籃球競賽情境中的競賽表現之意義，可能是不足夠的，雖然批判思考假說在解釋籃球競賽表現是合理性，但是這種假說應用在籃球競賽表現為檢驗工具關係上可能相當複雜。

關鍵字

合作學習教學法；直接教學法；批判思考；籃球競賽活動

並列摘要

This research is to understand the difference between cooperative learning and direct teaching methods which affect students' critical thinking by discussing the basketball game activities. Therefore, the purpose of this study is to explore the critical thinking among high school students in basketball game activities who may be affected by different teaching methods and gender. It is analyzed by the pre-test, post-test, and the follow-up test. Eighty-one senior students in high school selected from Taipei including 51 males and 30 females are the main target of this research. Forty-one students are in the group of the Cooperative Learning including 29 males and 12 females, and forty students are in the group of Direct Teaching including 22 males and 18 females. The method of research is non-random control on the pre-test, the post-test and the follow-up test. This research lasts for fifteen weeks: the first 10 weeks for experiment and the last 5 weeks for observation. The Critical Thinking Test -Level I is conducted on the targeted students'. The statistic methods used in the research are three-way repeated measurement and independent sample two-way ANOVA. The findings are as follows: The students in the group of Cooperative Learning have much higher scores than the students in the group of direct teaching on the recognition of assumptions, induction, and critical thinking in basketball games, and there is no difference between different genders in critical thinking. In addition, compared with the students in the group of Direct Teaching, the students in the group of Cooperative Learning have a significant increase on recognition of assumptions, deduction, and critical thinking from pre-test to post-test and follow-up test. The results revealed a relationship between the teaching methods of Cooperative Learning and the students' critical thinking. However, only the critical thinking used to explain the students' performance in the basketball games is in sufficient. Although the hypothesis of the students' critical thinking is reasonable to explain basketball game performance, it would be too complex to be applied in the basketball game performance to examine this principle.